Australian Curriculum: Japanese In Japanese, the 7 General Capabilities which underpin the curriculum are realised in language-specific ways (ACARA, The shape of the curriculum: Languages, pp32-33). Group 1: Supporting students to become successful learners
Literacy
Learning languages makes accessible to students additional literacy experiences and opportunities for the development of a broader range of literate practices. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works
Numeracy
Learning languages affords opportunities for learners to develop and use skills in numeracy to understand, analyse, categorise, critically respond to, and use mathematics in diverse contexts. They develop, use, and understand patterns, order, and relationships to reinforce concepts such as number, time, space in their own and in different cultural and linguistic systems.
Information and communication technology competence
Learning languages is enhanced through the use of target language multimodal resources, digital environments, and technologies that provide for both synchronous and asynchronous learning experiences. Accessing the live target language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge. Accessing diverse real-time contexts extends the boundaries of the classroom
Critical and creative thinking
Learning languages fosters creative thinking, enhances critical thinking, and encourages divergent and imaginative thinking. In learning a language, students broaden their thinking as they learn to interact with people from diverse backgrounds and as ther explore and reflect critically. Seeing things from different perspectives helps them to become divergent thinkers. By learning to notice, connect, and compare, and analyse aspects of the target language, students develop critical thinking skills as well as analytic and problem-solving skills. Group 2: Developing ways of being, behaving and learning to live with others
Ethical behaviour
When learning another language, students are taught explicitly to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving the world. Learning languages provides opportunities to reflect on and to adjust their own ethical points of view.
Personal and social competence
Interacting effectively in an additional language involves being able to negotiate and interpret meaning in a range of social and cultural situations. Being able to communicate successfully with people of diverse linguistic backgrounds requires the ability to understand and show empathy, both qualities of social competence. Being open-minded and recognising that people view and experience the world in different ways are essential aspects of learning another language. Learning to interact in a collaborative and respectful manner is a key element of personal and social competence.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages that emerges from and improves communication in the target language. It is an integral part of developing global citizenship and is a lifelong endeavour. Japanese Strands: Communicating and Understanding These Strands show what the students will do in their learning journey. Communicating Socialising and taking action
Level 1 - Foundation to Year 2
Level 1 - Years 3 and 4
1.1 Interact in simple exchanges with peers and teachers using appropriate modelled language and gestures to socialise and enact both familiar and respectful relationships Key concepts: self, family, friends, respect Key processes: greeting, introducing, socialising
2.1 Interact with teacher, peers and other Japanese speakers in rehearsed contexts such as greeting, leave-taking, and talking about self and family Key concepts: self, home, relationships Key processes: interacting, communicating, describing
1.2 Use Japanese for routine classroom interactions such as the opening and closing of lessons, following instructions, responding to questions and asking for help Key concepts: roles, routines, procedure Key processes: participating, responding, respecting
2.2 Use Japanese to participate in processes associated with learning the language, such as following character stroke order and using appropriate forms of address when responding to prompts and cues Key concepts: comprehension, recognition, practice, response Key processes: listening, comprehending, responding, addressing
1.3 Engage in actions and activities such as songs, rhymes, games and performances, using simple scaffolded language Key concepts: play, rhythm, mimicry, performance Key processes: singing, miming, responding, performing
2.3 Participate in guided tasks with real outcomes (such as origami, calligraphy, cooking, craft and maths), following simple instructions, using modelled structures to describe steps and materials Key concepts: procedure, stages, elements, roles Key processes: planning, combining, creating, solving
1.4 Use appropriate spoken and non-verbal language to carry out transactions such as choosing or swapping different tokens or items Key concepts: exchange, respect, hierarchy, relations Key processes: presenting, thanking, declining, excusing
2.4 Rehearse everyday social and commercial transactions such buying items or choosing a gift, using appropriate classifiers and politeness forms Key concepts: service exchanges, quantities, elements, transactions Key processes: choosing, requesting, thanking
Obtaining and using information
1.5 Identify the topic, gist and key points in simple texts such as songs, rhymes and story and picture books Key concepts: characters, story, traditions Key processes: recognising, retelling, reacting, engaging
2.5 Locate specific items of information in written texts and spoken interactions associated with home, school and community in Japanese and Australian contexts Key concepts: routines, interactions, family Key processes: identifying, describing, sequencing
1.6 Share developing knowledge of Japanese with each other to convey factual information, using simple spoken and written statements, gestures and concrete materials Key concepts: self, environment, group, experience Key processes: stating, illustrating, miming, showing
2.6 Present factual information about personal experience at home and in school, using spoken and written language and support materials Key concepts: self, leisure, likes, interests Key processes: writing, telling, drawing, showing
Responding to and expressing imaginative experience
1.7 Respond to imaginative experience through actions and expressions such as mime, drawing, dance and simple text creation Key concepts: imagination, performance, engagement Key processes: using and creating mnemonics, singing, miming, participating, enjoying
2.7 Respond to imaginative texts (such as むがしばなし、アニメ、まんが ) & live performances (such as たいこおどり ) by sharing feelings and opinions in simple spoken statements and in romaji Key concepts: imagination, performance Key processes: reacting, expressing, retelling
1.8 Create own stories, characters and performances to express imaginative experience Key concepts: imagination, character, action Key processes: composing, inventing, performing
2.8 Compose, perform and present simple creative texts such as haiku, puppet shows or storyboards in response to shared imaginative stimuli Key concepts: imagination, performance, creativity Key processes: creating, drawing, presenting, performing
Moving between / translating
1.9 Move between using English and Japanese in familiar contexts such as classroom and family interactions, experimenting with using each language for similar purposes. Key concepts: meaning, translation Key processes: listening, decoding, comprehending
2.9 Identify words and expressions that do not translate easily between Japanese and English and are often used in their original form in either language. Key concepts: communication, meaning, context Key processes: decoding, selecting, identifying
1.10 Explain simple Japanese expressions and behaviours to friends and family members, identifying key words and expressions that are difficult to translate. Key concepts: culture, behaviour, politeness Key processes: describing, modelling, comparing
2.10 Choose appropriate ways of speaking in a variety of interactions, explaining to peers the reasons for and effects of these language choices. Key concepts: etiquette, respect, harmony Key processes: noticing, comparing, hypothesising, explaining
Expressing and performing identity
1.11 Use simple statements and gestures to express aspects of identity such as membership of family, friendship and cultural groups, personality and appearance. Key concepts: self, family, community Key processes: representing, connecting, explaining
2.11 Use descriptive statements and supporting resources to express personal identity in relation to elements such as gender, age, appearance, likes and dislikes. Key concepts: imagination, character, action Key processes: self, group, personality, preferences
1.12 Use words, expressions, gestures and actions to share Japanese language and culture learning with friends and family members. Key concepts: communication, culture, expression Key processes: demonstrating, acting, speaking, explaining
2.12 Demonstrate developing bilingual identity by using Japanese for some daily interactions, noting how it feels when speaking, acting and interacting in Japanese. Key concepts: identity, culture, behaviour Key processes: observing, reflecting, discussing
Reflecting on intercultural language use
1.13 Notice and describe some ways in which Japanese language, behaviour and communication are similar or different to own language(s) and culture(s) Key concepts: communication, culture, difference, similarity Key processes: noticing, comparing, describing
2.13 Identify similarities and differences between Japanese and Australian interactions and simple texts in contexts such as school, home, and social events Key concepts: difference, routines, values Key processes: noticing, comparing
1.14 Consider own language(s) and culture(s) and how these influence communication with people who do not share the same language and culture. Key concepts: language, culture, communication Key processes: noticing, describing, reflecting
2.14 Notice how the use of Australian English and other home languages reflects cultural values and behaviours, and compare with Japanese language and culture. Key concepts: culture, communication Key processes: noticing, classifying, analysing, comparing
Understanding
Systems of language
1.15 Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in three different scripts. Key concepts: pronunciation, sounds, characters Key processes: listening, distinguishing, recognising
2.15 Understand that the hiragana symbols can be connected to represent words. Key concepts: pattern, sounds Key processes: chorusing, listening, recognising
1.16 Recognise and copy some hiragana and a few high frequency kanji. Key concepts: script, meaning, symbols Key processes: tracing, copying, understanding
2.16 Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise frequently used kanji. Key concepts: order, stroke, character Key processes: noticing, tracing, copying
1.17 Understand the structure of basic sentences in Japanese that reflect the initial literacy stage. Key concepts: patterns, rules, grammar Key processes: noticing, applying
2.17 Understand the structure and identify elements of basic sentences and interactions such as introductions and polite invitations using simple particles such as は。 Key concepts: exchanges, sentence, patterns Key processes: noticing, practising
1.18 Understand that language can be used to achieve different purposes at different times. Key concepts: genre, text, meaning Key processes: noticing, applying
2.18 Reflect on some differences and similarities between the rules that shape the use of Japanese, English and other known languages. Key concepts: difference, similarity, order Key processes: noticing, reflecting
Variability in language use
1.19 Understand that Japanese is used in different ways in different situations, such as in the playground, at home or in the classroom. Key concepts: relationship, politeness Key processes: noticing, observing, listening
2.19 Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal, affectionate or hostile, playful or respectful. Key concepts: tenor, register Key processes: selecting, observing, identifying
1.20 Notice that language used for particular purposes (for example, greeting, praising) and different forms (for example, speaking or writing) can differ between cultural contexts. Key concepts: situation, participants, context Key processes: noticing, choosing, addressing
2.20 Identify cultural differences between speakers of different languages in terms of elements such as use of voice, body language, communicative style and expressiveness. Key concepts: culture, context, variation Key processes: comparing, interpreting, explaining
Language awareness
1.21 Understand that languages are the key form of communication among and between different groups of people, and that they have different characteristics such as sounds and written forms. Key concepts: language, communication, scripts, symbols Key processes: observing, noticing, considering
2.21 Recognise that Japanese is an important world language, spoken in many countries, including Australia; and that Japanes and English have influenced and continue to influence each other in areas such as vocabulary, behaviours and ideas. Key concepts: influence, contact, relationship Key processes: observing, comparing
1.22 Understand that languages and cultures are not fixed but continuously change and influence each other. Key concepts: dynamic nature of language, change Key processes: listening, noticing
2.22 Recognise how languages and cultures influence each other, and identify word borrowings, code mixing and switching, hybrid forms of languages and the adoption of ideas Key concepts: influence, exchange, culture Key processes: collecting, noticing, comparing
Role of language and culture
1.23 Understand that the way people use language relates to where and how they live and to what is important to them. Key concepts: culture, meaning, community Key processes: discussing, reflecting, noticing
2.23 Understand that language and culture cannot be separated, and that culture includes visible elements such as arts, food and dance, and invisible elements such as beliefs, values, and attitudes. Key concepts: culture, practices, values, expressions Key processes: observing, comparing, explaining
1.24 Find culture in own and peers’ everyday interactions and language use, making comparisons with Japanese, and reflecting on aspects of Australian English which might need explaining to Japanese friends. Key concepts: cultural expression, meaning-making, behaviour Key processes: noticing, comparing, explaining
2.24 Explore the idea of moving between cultures and meanings when learning new languages, developing language to talk about the relationship between culture and communication Key concepts: movement, influence, choice, expression Key processes: choosing, reflecting, comparing
St Francis de Sales College Junior Primary 日本語Japanese Program Wendy Venning (B.A., Dip Ed., PhD)
Guiding Philosophy My guiding philosophy is that the greatest gift I can give my students is to inspire them to a life-long love of language learning. Fundamental to this philosophy is ensuring that each individual experiences success, via delivery of an intercultural language learning program which caters to the variety of learning needs and styles. General Aims The general aims of the Japanese program are that students will:
enjoy learning Japanese
experience success in their learning by mastering achievable goals
develop communicative skills in everyday, useful Japanese
increase their understanding of Japanese culture
appreciate the individuality of cultures
develop personal strategies for language learning
develop a degree of personal responsibility for their language learning.
Theoretical background The program draws on several documents, most importantly:
Teaching Languages in the Primary School (Browett, J. 2006. Curriculum Corporation)
Professional Standards for Accomplished Teaching of Languages and Cultures (AFMLTA. 2005)
Team Teaching and Communicative Language Teaching in Japanese Secondary Schools (Venning, W. 2000. PhD thesis)
Implementation The learning process will follow the broad framework of the communicative approach with an emphasis on intercultural language learning.
The approach is student-centred; that is, based around what students will do in lessons. Learning experiences will be informed by student needs, interests, and preferred learning styles. Active participation is expected in listening, speaking, reading, writing; students will learn Japanese by using it, rather than learning about it. Use of classroom technology is integrated throughout the program, with students using the SmartBoard in a variety of ways. A number of simple iPad apps are suggested for follow up at home. The wiki (http://stfrancisdesalescollege-japaneser-2.wikispaces.com/ ) has become a valuable communication tool to showcase to parents what we do in Japanese lessons, and also as a teaching and learning tool. Children love to see themselves as the star of the show – and what a great peer-learning way to check, learn and revise songs, pronunciation and so on! Students will also learn outside – Junior Primary students respond so well to outdoor lessons – exploring our world with a ‘Japanese eye’… Nani iro desu ka? (What colour is this?); games such as Nanji desu ka (What’s the time Mr Wolf?), writing Japanese characters on the paving; creating Japanese characters in the sandpit, and so on.
Students will listen to traditional stories such as ももたろMomotaro, 一寸法師Issunboushi, and たなばたTanabata, sing songs, and play games familiar to children in Japan. Students will learn language in its sociocultural context, and thus learn to use it appropriately according to Japanese usage, always bearing in mind the intercultural learnings that arise from learning Japanese as Australian students. One of my basic goals is that every student speaks Japanese in every lesson; greeting, asking, thanking, and using the target vocabulary of the lesson. Naturally the target phrase is not the only Japanese used in that particular lesson; it should be taken as a given that in every lesson students are communicating in Japanese in order to discuss and complete everyday tasks.
The program is organised such that a variety of activities over the year caters for the diversity of learning styles and strategies in our students. Some lessons (eg., ひなまつりHina Matsuri, たなばたTanabata) focus specifically on gaining an understanding of the rhythms of the year in Japan, but it should be taken as a given that in all lessons intercultural and sociolinguistic issues are fundamental to the learning of vocabulary.
Regarding the reading and writing of kanji, hiragana, and katakana, at Level 1 the aim is to develop familiarity with the Japanese writing system, and write with support. Frequently used kanji (numbers, days of the week) will be introduced. ろおまじ(roomaji) are used freely to foster confidence. Students will trace and copy Japanese writing on their worksheets, and become increasingly familiar with aspects of Japanese writing (eg., its syllabic nature; verb-final sentence ) through increased exposure, thus laying the foundation for learning hiragana in Level 2 years. Differentiation A core component of my teaching approach is that all students are: (i) challenged; and (ii) experience success. This is coupled with a core philosophy of my classroom approach, that we all help each other. Thus, for example, students who have difficulty in pronunciation, speaking in front of others (shyness), writing, or completing tasks will be assisted by the teacher and by more proficient students. More capable students will be extended to work more independently and to complete activities which extend their learning. The foundation of all our teaching and learning experiences are the 'heart values' of St Francis de Sales College: faith, justice, integrity, perseverance, wisdom, compassion, and respect. In 2014 our focus is on respect, and the Japanese program will explore this heart value throughout the year. Resources A considerable variety of resources will be used throughout the year, including numerous authentic items from Japan and photos of and by the teacher in Japan, and online and SmartBoard activities. Ipads will be used to foster students' productive use of language, and to expolre Japanese culture. Resources can be used to create links between what students are familiar with, and a new language item, so items which R-2 children can relate to will also feature frequently, eg., Humpty Dumpty, Dora, teddy bears, B1 and B2, Bart Simpson, popular movie series such as Despicable Me, Ice Age and Madagascar, dress-ups and various household items where appropriate. ‘Hands-on learning’ at Junior Primary level utilises a multitude of craft resources, and available resources such as the sandpit, playground and schoolyard. Assessment and Evaluation Assessment of students will be functionally based, ie., based on what students have achieved, whether they have completed the set task/activity and whether they have met the criteria as described in Foundation to Year 4 (Level 1) Achievement Standards (Draft F-10 Document p 26).
Students will be encouraged to be aware of their progress, and to take some responsibility for evaluating their progress and learning.
Evaluation of the program will be informed by achievement of the specific objectives of each term’s program, and adjustments will be made where appropriate, and according to feedback from students, parents, and other staff.
General Outcomes, R-2. [divided according to the five Australian Language Levels goals] Communication
greeting others
counting 1-10
stating likes and dislikes
naming food items
sharing Grace at the table
singing songs
reading books together
understanding and responding to simple oral classroom instructions
identifying and naming colours
identifying parts of the body
asking about and describing the weather
naming the seasons
naming family members
naming animals. Learning how to learn
searching for and discovering information
inferring from context and making predictions about meaning
increasing understanding of patterns of the Japanese language
increasing understanding of the importance of pronunciation and intonation in Japanese
developing the ability to associate items and their names
using existing skills as a basis for exploring new ideas. Sociocultural
understanding the social behaviour appropriate to greetings in the Japanese context
understanding table manners inJapan
understanding everyday life inJapan
understanding Japanese cultural traditions
becoming familiar with festivals and important days in Japan
developing origami skills. Linguistic awareness
understanding the inappropriateness of seeking direct correspondence between words of different languages in similar contexts
contrasting word order between Japanese and English
recognising and producing familiar sentence patterns
understanding special features of the Japanese writing system. General knowledge
becoming familiar with the fact that different countries use different ways of greeting
becoming familiar with the fact that different countries have different money systems
becoming familiar with the fact that different countries use different body language
becoming familiar with the fact that different countries have different seasons
becoming familiar with the fact that different countries celebrate different events and days
becoming aware of the influence of other cultures on Australian society
developing respect for different cultural perspectives.
2014 Content descriptions and elaborations
Students' learning will focus on sentence types:
Yum yum ! Food and drink:
I'm eating / I'm drinking / I like / I don't like ...
。。。をたべます-...o tabemasu
。。。をみみます-...o nomimasu
。。。がすきです-...ga suki desu
。。。がきらいです- ...ga kirai desu About me:
My name is ... / How are you ? / Good thanks
Understanding classroom instructions
What's this ? / This is a ...
Where's the ... ? / It's here.
おなまえはなんですか。namae wa nan desu ka.
わたし・ぼくは。。。ですーwatashi/boku wa ... desu.
おげんきですか。はい、げんきです。ogenki desu ka. hai, genki desu.
。。。てください。--te kudasai.
これはなんですか。kore wa nan desu ka.
これは。。。ですか。kore wa ... desu ka.
はい・いいえhai/iie.
＿＿はどこですか。ここです！__doko desu ka. koko desu.
as outlined in the Draft F-10 Document (pp 8- 26)
2014 Key Topics Term 4 Communicating and Understanding related to the following topics:
Shapes: さんかくsankaku, しかくshikaku, まるmaru
Inside a Japanese home: いけばな ikebana, こけしkokeshi, ぼんさいbonsai, ふぐとうかfugu touka
Japanese Folk Tale: かさじぞうStraw Hats for Jizo
Christmas クリスマス Term 3 Communicating and Understanding related to the following topics. We Are Learning To talk about:
Colours
Seasons
Term 2 たべもの Tabemono - Food
incorporating our Numeracy focus this term on comparative size: 大きい - ちさい ookii - chisai, big / small
こどものひ 🎏 - kodomo no hi - Children's Day (May 5)
すきなものSukinamono - Food I like
きらいなものKirainamono - Foods I don't like
いろ Iro - Colours
ひらがな Hiragana - Japanese Writing
たなばた 🎋 -Tanabata
Term 1 Year of the うまUma - Year of the Horse 節分せつぶん - Setsubun たべものTabemono - Food のみものNomimono - Drink ひなまつりHina Matsuri - Doll Festival おかあさん の ひ - Mothers Day Easter
2013 Key Topics Vocabulary associated with: Term 1 Year of the へび Year of the Snake 節分 Setsubun (3/2) あいさつ；じこしょかい Greetings & introducing myself 一二三四五六七八九十 Numbers 1-10 (Rec) 一から 二十まで Numbers 1-20 (Year 1) 一から 百まで Numbers 1-100 (Year 2) ひなまつり Hina Matsuri (Doll Festival 3/3) 日本 About Japan: basic geography イスタ Easter Term 2**
いろ Colours
こどものひ Kodomo-no-hi
おかあさんおひ Mother’s Day(2nd Sun in May)
ふく Clothes
からだ My body
Term 3
きよしつで In the Classroom
お父さんの日 Father’s Day (1st Sun in Sept)
Days of the week
Term 4
てんき Weather
（何スウポオツ）をします…
… I do/I play _ [hobby/sport]
七 五 三 Shichi-go-san (15/11)
クリスマス Christmas!
2012 Key Topics Term 1 あけましておめでとうございますAkemashite omedetōgozaimasu [Year of theたつDragon,せつぶんSetsubun, だるまDaruma] じこしょかいJiko shokai [おなまえはなんです、おげんきですか-o namae wa nan desu ka, o genki desu ka] ひなまつりHina Matsuri Getting to know Japan [どこにいきますか、これはなんですか、どうぶつ- doko ni ikimasu ka, kore wa nan desu ka, farm animals] Easter Term 2 おかあさんおひOkaasan no hi (2nd Sunday in May) こどものひKodomo no hi (5/5) いろColours (reprised) 日本で In Japan： ふくJapanese clothes たべものtabemono たなばたTanabata Term 3 一二三四五六七八九十Numbers なんさいですか。＿＿さいです。Nan sai desu ka。＿＿sai desu。 どうぶつえんZoo animals おぼんObon (八月) お父さんのひOtoōsan no hi (1st Sun in Sept) さくら・敬老のひCherry blossoms / Respect for the Aged Day (15/9) Term 4 日本のスポーツSports in Japan をします___o shimasu (sport) 円Japanese money (numbers reprised +百hyaku,千sen,万man) 七五三Shichi-go-san (15/11) 月Months (numbers reprised) クリスマスChristmas 2011 Key Topics (nb. the wiki was launched Sept 2011) Term 3 Getting around: 一二三四五六七八九十Numbers のりものTransport お父さんのひOtōsan no hi (1st Sunday in Sept) Learning Intentions:
This term we will have numbers coming out of our ears! (And mouths and pencils…).
We continue our syntactic focus on verb-final sentence structure, and use of かas sentence-final interrogative marker, expanding our repertoire of questions and answers. We will explore the mixture of kanji, hiragana (and to a lesser extent katakana) in Japanese writing, and discuss the importance of stroke order in kanji. Our functional focus is on the generic counting of objects, telling the time (o'clock), and short formulaic interactions regarding means of transport, as outlined in Standard 1 Communication Outcomes. Term 4 うちでLiving in a Japanese home 七－五－三Shichi-go-san クリスマスChristmas Learning Intentions:
We continue our syntactic focus on verb-final sentence structure, and use of かas sentence-final interrogative marker, expanding our repertoire of conversation. We continue to explore the syllabic basis of hiragana, and the use of katakana in Japanese writing. Our functional focus is on identifying and describing objects, particularly those found in Japanese homes. We develop intercultural awareness by exploring differences and similarities in both the every day - ways of living (focussing on Japanese homes), and celebrations such as shichi-go-san and Christmas, working towards Standard 1 Outcomes. The Term 3 and 4 programs support in a variety of ways the development of students’ literacy, numeracy and information/communication technology skills, in particular using the SmartBoard as part of lessons (eg., Scootle, KidsWeb Japan).
Glitter Text @ Glitterfy.com
Australian Curriculum: Japanese
In Japanese, the 7 General Capabilities which underpin the curriculum are realised in language-specific ways (ACARA, The shape of the curriculum: Languages, pp32-33).
Group 1: Supporting students to become successful learners
- Literacy
Learning languages makes accessible to students additional literacy experiences and opportunities for the development of a broader range of literate practices. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works- Numeracy
Learning languages affords opportunities for learners to develop and use skills in numeracy to understand, analyse, categorise, critically respond to, and use mathematics in diverse contexts. They develop, use, and understand patterns, order, and relationships to reinforce concepts such as number, time, space in their own and in different cultural and linguistic systems.- Information and communication technology competence
Learning languages is enhanced through the use of target language multimodal resources, digital environments, and technologies that provide for both synchronous and asynchronous learning experiences. Accessing the live target language environments and texts via digital media contributes to the development of information technology capabilities as well as linguistic and cultural knowledge. Accessing diverse real-time contexts extends the boundaries of the classroom- Critical and creative thinking
Learning languages fosters creative thinking, enhances critical thinking, and encourages divergent and imaginative thinking. In learning a language, students broaden their thinking as they learn to interact with people from diverse backgrounds and as ther explore and reflect critically. Seeing things from different perspectives helps them to become divergent thinkers. By learning to notice, connect, and compare, and analyse aspects of the target language, students develop critical thinking skills as well as analytic and problem-solving skills.Group 2: Developing ways of being, behaving and learning to live with others
- Ethical behaviour
When learning another language, students are taught explicitly to acknowledge and value difference in their interactions with others and to develop respect for diverse ways of perceiving the world. Learning languages provides opportunities to reflect on and to adjust their own ethical points of view.- Personal and social competence
Interacting effectively in an additional language involves being able to negotiate and interpret meaning in a range of social and cultural situations. Being able to communicate successfully with people of diverse linguistic backgrounds requires the ability to understand and show empathy, both qualities of social competence. Being open-minded and recognising that people view and experience the world in different ways are essential aspects of learning another language. Learning to interact in a collaborative and respectful manner is a key element of personal and social competence.- Intercultural understanding
The development of intercultural understanding is a central aim of learning languages that emerges from and improves communication in the target language. It is an integral part of developing global citizenship and is a lifelong endeavour.Japanese Strands: Communicating and Understanding
These Strands show what the students will do in their learning journey.
Communicating
Socialising and taking action
Interact in simple exchanges with peers and teachers using appropriate modelled language and gestures to socialise and enact both familiar and respectful relationships
Key concepts: self, family, friends, respect
Key processes: greeting, introducing, socialising
Interact with teacher, peers and other Japanese speakers in rehearsed contexts such as greeting, leave-taking, and talking about self and family
Key concepts: self, home, relationships
Key processes: interacting, communicating, describing
Use Japanese for routine classroom interactions such as the opening and closing of lessons, following instructions, responding to questions and asking for help
Key concepts: roles, routines, procedure
Key processes: participating, responding, respecting
Use Japanese to participate in processes associated with learning the language, such as following character stroke order and using appropriate forms of address when responding to prompts and cues
Key concepts: comprehension, recognition, practice, response
Key processes: listening, comprehending, responding, addressing
Engage in actions and activities such as songs, rhymes, games and performances, using simple scaffolded language
Key concepts: play, rhythm, mimicry, performance
Key processes: singing, miming, responding, performing
Participate in guided tasks with real outcomes (such as origami, calligraphy, cooking, craft and maths), following simple instructions, using modelled structures to describe steps and materials
Key concepts: procedure, stages, elements, roles
Key processes: planning, combining, creating, solving
Use appropriate spoken and non-verbal language to carry out transactions such as choosing or swapping different tokens or items
Key concepts: exchange, respect, hierarchy, relations
Key processes: presenting, thanking, declining, excusing
Rehearse everyday social and commercial transactions such buying items or choosing a gift, using appropriate classifiers and politeness forms
Key concepts: service exchanges, quantities, elements, transactions
Key processes: choosing, requesting, thanking
Identify the topic, gist and key points in simple texts such as songs, rhymes and story and picture books
Key concepts: characters, story, traditions
Key processes: recognising, retelling, reacting, engaging
Locate specific items of information in written texts and spoken interactions associated with home, school and community in Japanese and Australian contexts
Key concepts: routines, interactions, family
Key processes: identifying, describing, sequencing
Share developing knowledge of Japanese with each other to convey factual information, using simple spoken and written statements, gestures and concrete materials
Key concepts: self, environment, group, experience
Key processes: stating, illustrating, miming, showing
Present factual information about personal experience at home and in school, using spoken and written language and support materials
Key concepts: self, leisure, likes, interests
Key processes: writing, telling, drawing, showing
Respond to imaginative experience through actions and expressions such as mime, drawing, dance and simple text creation
Key concepts: imagination, performance, engagement
Key processes: using and creating mnemonics, singing, miming, participating, enjoying
Respond to imaginative texts (such as むがしばなし、アニメ、まんが ) & live performances (such as たいこおどり ) by sharing feelings and opinions in simple spoken statements and in romaji
Key concepts: imagination, performance
Key processes: reacting, expressing, retelling
Create own stories, characters and performances to express imaginative experience
Key concepts: imagination, character, action
Key processes: composing, inventing, performing
Compose, perform and present simple creative texts such as haiku, puppet shows or storyboards in response to shared imaginative stimuli
Key concepts: imagination, performance, creativity
Key processes: creating, drawing, presenting, performing
Moving between / translating
Move between using English and Japanese in familiar contexts such as classroom and family interactions, experimenting with using each language for similar purposes.
Key concepts: meaning, translation
Key processes: listening, decoding, comprehending
Identify words and expressions that do not translate easily between Japanese and English and are often used in their original form in either language.
Key concepts: communication, meaning, context
Key processes: decoding, selecting, identifying
Explain simple Japanese expressions and behaviours to friends and family members, identifying key words and expressions that are difficult to translate.
Key concepts: culture, behaviour, politeness
Key processes: describing, modelling, comparing
Choose appropriate ways of speaking in a variety of interactions, explaining to peers the reasons for and effects of these language choices.
Key concepts: etiquette, respect, harmony
Key processes: noticing, comparing, hypothesising, explaining
Use simple statements and gestures to express aspects of identity such as membership of family, friendship and cultural groups, personality and appearance.
Key concepts: self, family, community
Key processes: representing, connecting, explaining
Use descriptive statements and supporting resources to express personal identity in relation to elements such as gender, age, appearance, likes and dislikes.
Key concepts: imagination, character, action
Key processes: self, group, personality, preferences
Use words, expressions, gestures and actions to share Japanese language and culture learning with friends and family members.
Key concepts: communication, culture, expression
Key processes: demonstrating, acting, speaking, explaining
Demonstrate developing bilingual identity by using Japanese for some daily interactions, noting how it feels when speaking, acting and interacting in Japanese.
Key concepts: identity, culture, behaviour
Key processes: observing, reflecting, discussing
Notice and describe some ways in which Japanese language, behaviour and communication are similar or different to own language(s) and culture(s)
Key concepts: communication, culture, difference, similarity
Key processes: noticing, comparing, describing
Identify similarities and differences between Japanese and Australian interactions and simple texts in contexts such as school, home, and social events
Key concepts: difference, routines, values
Key processes: noticing, comparing
Consider own language(s) and culture(s) and how these influence communication with people who do not share the same language and culture.
Key concepts: language, culture, communication
Key processes: noticing, describing, reflecting
Notice how the use of Australian English and other home languages reflects cultural values and behaviours, and compare with Japanese language and culture.
Key concepts: culture, communication
Key processes: noticing, classifying, analysing, comparing
Systems of language
Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in three different scripts.
Key concepts: pronunciation, sounds, characters
Key processes: listening, distinguishing, recognising
Understand that the hiragana symbols can be connected to represent words.
Key concepts: pattern, sounds
Key processes: chorusing, listening, recognising
Recognise and copy some hiragana and a few high frequency kanji.
Key concepts: script, meaning, symbols
Key processes: tracing, copying, understanding
Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise frequently used kanji.
Key concepts: order, stroke, character
Key processes: noticing, tracing, copying
Understand the structure of basic sentences in Japanese that reflect the initial literacy stage.
Key concepts: patterns, rules, grammar
Key processes: noticing, applying
Understand the structure and identify elements of basic sentences and interactions such as introductions and polite invitations using simple particles such as は。
Key concepts: exchanges, sentence, patterns
Key processes: noticing, practising
Understand that language can be used to achieve different purposes at different times.
Key concepts: genre, text, meaning
Key processes: noticing, applying
Reflect on some differences and similarities between the rules that shape the use of Japanese, English and other known languages.
Key concepts: difference, similarity, order
Key processes: noticing, reflecting
Understand that Japanese is used in different ways in different situations, such as in the playground, at home or in the classroom.
Key concepts: relationship, politeness
Key processes: noticing, observing, listening
Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal, affectionate or hostile, playful or respectful.
Key concepts: tenor, register
Key processes: selecting, observing, identifying
Notice that language used for particular purposes (for example, greeting, praising) and different forms (for example, speaking or writing) can differ between cultural contexts.
Key concepts: situation, participants, context
Key processes: noticing, choosing, addressing
Identify cultural differences between speakers of different languages in terms of elements such as use of voice, body language, communicative style and expressiveness.
Key concepts: culture, context, variation
Key processes: comparing, interpreting, explaining
Language awareness
Understand that languages are the key form of communication among and between different groups of people, and that they have different characteristics such as sounds and written forms.
Key concepts: language, communication, scripts, symbols
Key processes: observing, noticing, considering
Recognise that Japanese is an important world language, spoken in many countries, including Australia; and that Japanes and English have influenced and continue to influence each other in areas such as vocabulary, behaviours and ideas.
Key concepts: influence, contact, relationship
Key processes: observing, comparing
Understand that languages and cultures are not fixed but continuously change and influence each other.
Key concepts: dynamic nature of language, change
Key processes: listening, noticing
Recognise how languages and cultures influence each other, and identify word borrowings, code mixing and switching, hybrid forms of languages and the adoption of ideas
Key concepts: influence, exchange, culture
Key processes: collecting, noticing, comparing
Role of language and culture
Understand that the way people use language relates to where and how they live and to what is important to them.
Key concepts: culture, meaning, community
Key processes: discussing, reflecting, noticing
Understand that language and culture cannot be separated, and that culture includes visible elements such as arts, food and dance, and invisible elements such as beliefs, values, and attitudes.
Key concepts: culture, practices, values, expressions
Key processes: observing, comparing, explaining
Find culture in own and peers’ everyday interactions and language use, making comparisons with Japanese, and reflecting on aspects of Australian English which might need explaining to Japanese friends.
Key concepts: cultural expression, meaning-making, behaviour
Key processes: noticing, comparing, explaining
Explore the idea of moving between cultures and meanings when learning new languages, developing language to talk about the relationship between culture and communication
Key concepts: movement, influence, choice, expression
Key processes: choosing, reflecting, comparing
St Francis de Sales College
Junior Primary 日本語 Japanese Program
Wendy Venning (B.A., Dip Ed., PhD)
Guiding Philosophy
My guiding philosophy is that the greatest gift I can give my students is to inspire them to a life-long love of language learning. Fundamental to this philosophy is ensuring that each individual experiences success, via delivery of an intercultural language learning program which caters to the variety of learning needs and styles.
General Aims
The general aims of the Japanese program are that students will:
- enjoy learning Japanese
- experience success in their learning by mastering achievable goals
- develop communicative skills in everyday, useful Japanese
- increase their understanding of Japanese culture
- appreciate the individuality of cultures
- develop personal strategies for language learning
- develop a degree of personal responsibility for their language learning.
Theoretical backgroundThe program draws on several documents, most importantly:
- The Shape of the Australian Curriculum: Languages (ACARA. 2010)http://www.acara.edu.au/verve/_resources/Draft+Shape+of+the+Australian+Curriculum+-+Languages+-+FINAL.pdf
- Draft F-10 Australian Curriculum: Languages - Japanese. (ACARA. 2013)http://consultation.australiancurriculum.edu.au/Static/docs/Languages/F-10%20Japanese%20-%20Draft%20Curriculum%20-%20May%202013.pdf
- Teaching and Learning Languages: A guide (http://www.tllg.unisa.edu.au/)
- Teaching Languages in the Primary School (Browett, J. 2006. Curriculum Corporation)
- Professional Standards for Accomplished Teaching of Languages and Cultures (AFMLTA. 2005)
- Team Teaching and Communicative Language Teaching in Japanese Secondary Schools (Venning, W. 2000. PhD thesis)
ImplementationThe learning process will follow the broad framework of the communicative approach with an emphasis on intercultural language learning.
The approach is student-centred; that is, based around what students will do in lessons. Learning experiences will be informed by student needs, interests, and preferred learning styles. Active participation is expected in listening, speaking, reading, writing; students will learn Japanese by using it, rather than learning about it. Use of classroom technology is integrated throughout the program, with students using the SmartBoard in a variety of ways. A number of simple iPad apps are suggested for follow up at home. The wiki (http://stfrancisdesalescollege-japaneser-2.wikispaces.com/ ) has become a valuable communication tool to showcase to parents what we do in Japanese lessons, and also as a teaching and learning tool. Children love to see themselves as the star of the show – and what a great peer-learning way to check, learn and revise songs, pronunciation and so on! Students will also learn outside – Junior Primary students respond so well to outdoor lessons – exploring our world with a ‘Japanese eye’… Nani iro desu ka? (What colour is this?); games such as Nanji desu ka (What’s the time Mr Wolf?), writing Japanese characters on the paving; creating Japanese characters in the sandpit, and so on.
Students will listen to traditional stories such as ももたろMomotaro, 一寸法師Issunboushi, and たなばたTanabata, sing songs, and play games familiar to children in Japan. Students will learn language in its sociocultural context, and thus learn to use it appropriately according to Japanese usage, always bearing in mind the intercultural learnings that arise from learning Japanese as Australian students. One of my basic goals is that every student speaks Japanese in every lesson; greeting, asking, thanking, and using the target vocabulary of the lesson. Naturally the target phrase is not the only Japanese used in that particular lesson; it should be taken as a given that in every lesson students are communicating in Japanese in order to discuss and complete everyday tasks.
The program is organised such that a variety of activities over the year caters for the diversity of learning styles and strategies in our students. Some lessons (eg., ひなまつりHina Matsuri, たなばたTanabata) focus specifically on gaining an understanding of the rhythms of the year in Japan, but it should be taken as a given that in all lessons intercultural and sociolinguistic issues are fundamental to the learning of vocabulary.
Regarding the reading and writing of kanji, hiragana, and katakana, at Level 1 the aim is to develop familiarity with the Japanese writing system, and write with support. Frequently used kanji (numbers, days of the week) will be introduced. ろおまじ(roomaji) are used freely to foster confidence. Students will trace and copy Japanese writing on their worksheets, and become increasingly familiar with aspects of Japanese writing (eg., its syllabic nature; verb-final sentence ) through increased exposure, thus laying the foundation for learning hiragana in Level 2 years.
Differentiation
A core component of my teaching approach is that all students are:
(i) challenged; and
(ii) experience success.
This is coupled with a core philosophy of my classroom approach, that we all help each other.
Thus, for example, students who have difficulty in pronunciation, speaking in front of others (shyness), writing, or completing tasks will be assisted by the teacher and by more proficient students. More capable students will be extended to work more independently and to complete activities which extend their learning.
The foundation of all our teaching and learning experiences are the 'heart values' of St Francis de Sales College: faith, justice, integrity, perseverance, wisdom, compassion, and respect. In 2014 our focus is on respect, and the Japanese program will explore this heart value throughout the year.
Resources
A considerable variety of resources will be used throughout the year, including numerous authentic items from Japan and photos of and by the teacher in Japan, and online and SmartBoard activities. Ipads will be used to foster students' productive use of language, and to expolre Japanese culture. Resources can be used to create links between what students are familiar with, and a new language item, so items which R-2 children can relate to will also feature frequently, eg., Humpty Dumpty, Dora, teddy bears, B1 and B2, Bart Simpson, popular movie series such as Despicable Me, Ice Age and Madagascar, dress-ups and various household items where appropriate. ‘Hands-on learning’ at Junior Primary level utilises a multitude of craft resources, and available resources such as the sandpit, playground and schoolyard.
Assessment and Evaluation
Assessment of students will be functionally based, ie., based on what students have achieved, whether they have completed the set task/activity and whether they have met the criteria as described in Foundation to Year 4 (Level 1) Achievement Standards (Draft F-10 Document p 26).
Students will be encouraged to be aware of their progress, and to take some responsibility for evaluating their progress and learning.
Evaluation of the program will be informed by achievement of the specific objectives of each term’s program, and adjustments will be made where appropriate, and according to feedback from students, parents, and other staff.
General Outcomes, R-2.
[divided according to the five Australian Language Levels goals]
Communication
greeting others
counting 1-10
stating likes and dislikes
naming food items
sharing Grace at the table
singing songs
reading books together
understanding and responding to simple oral classroom instructions
identifying and naming colours
identifying parts of the body
asking about and describing the weather
naming the seasons
naming family members
naming animals.
Learning how to learn
searching for and discovering information
inferring from context and making predictions about meaning
increasing understanding of patterns of the Japanese language
increasing understanding of the importance of pronunciation and intonation in Japanese
developing the ability to associate items and their names
using existing skills as a basis for exploring new ideas.
Sociocultural
understanding the social behaviour appropriate to greetings in the Japanese context
understanding table manners inJapan
understanding everyday life inJapan
understanding Japanese cultural traditions
becoming familiar with festivals and important days in Japan
developing origami skills.
Linguistic awareness
understanding the inappropriateness of seeking direct correspondence between words of different languages in similar contexts
contrasting word order between Japanese and English
recognising and producing familiar sentence patterns
understanding special features of the Japanese writing system.
General knowledge
becoming familiar with the fact that different countries use different ways of greeting
becoming familiar with the fact that different countries have different money systems
becoming familiar with the fact that different countries use different body language
becoming familiar with the fact that different countries have different seasons
becoming familiar with the fact that different countries celebrate different events and days
becoming aware of the influence of other cultures on Australian society
developing respect for different cultural perspectives.
2014 Content descriptions and elaborations
Students' learning will focus on sentence types:
Yum yum ! Food and drink:
I'm eating / I'm drinking / I like / I don't like ...
。。。をたべます-...o tabemasu
。。。をみみます-...o nomimasu
。。。がすきです-...ga suki desu
。。。がきらいです- ...ga kirai desu
About me:
My name is ... / How are you ? / Good thanks
Understanding classroom instructions
What's this ? / This is a ...
Where's the ... ? / It's here.
おなまえはなんですか。namae wa nan desu ka.
わたし・ぼくは。。。ですーwatashi/boku wa ... desu.
おげんきですか。はい、げんきです。ogenki desu ka. hai, genki desu.
。。。てください。--te kudasai.
これはなんですか。kore wa nan desu ka.
これは。。。ですか。kore wa ... desu ka.
はい・いいえhai/iie.
＿＿はどこですか。ここです！__doko desu ka. koko desu.
as outlined in the Draft F-10 Document (pp 8- 26)
2014 Key Topics
Term 4
Communicating and Understanding related to the following topics:
Shapes: さんかくsankaku, しかくshikaku, まるmaru
Inside a Japanese home: いけばな ikebana, こけしkokeshi, ぼんさいbonsai, ふぐとうかfugu touka
Japanese Folk Tale: かさじぞうStraw Hats for Jizo
Christmas クリスマス
Term 3
Communicating and Understanding related to the following topics.
We Are Learning To talk about:
Colours
Seasons
Term 2
たべもの Tabemono - Food
- incorporating our Numeracy focus this term on comparative size: 大きい - ちさい ookii - chisai, big / small
こどものひ 🎏 - kodomo no hi - Children's Day (May 5)すきなものSukinamono - Food I like
きらいなものKirainamono - Foods I don't like
いろ Iro - Colours
ひらがな Hiragana - Japanese Writing
たなばた 🎋 -Tanabata
Term 1
Year of the うまUma - Year of the Horse
節分せつぶん - Setsubun
たべものTabemono - Food
のみものNomimono - Drink
ひなまつりHina Matsuri - Doll Festival
おかあさん の ひ - Mothers Day
Easter
2013 Key Topics
Vocabulary associated with:
Term 1
Year of the へび Year of the Snake
節分 Setsubun (3/2)
あいさつ；じこしょかい Greetings & introducing myself
一二三四五六七八九十 Numbers 1-10 (Rec)
一から 二十まで Numbers 1-20 (Year 1)
一から 百まで Numbers 1-100 (Year 2)
ひなまつり Hina Matsuri (Doll Festival 3/3)
日本 About Japan: basic geography
イスタ Easter
Term 2**
いろ Colours
こどものひ Kodomo-no-hi
おかあさんおひ Mother’s Day(2nd Sun in May)
ふく Clothes
からだ My body
Term 3きよしつで In the Classroom
お父さんの日 Father’s Day (1st Sun in Sept)
Days of the week
Term 4てんき Weather
（何スウポオツ）をします…
… I do/I play _ [hobby/sport]
七 五 三 Shichi-go-san (15/11)
クリスマス Christmas!
2012 Key Topics
Term 1
あけましておめでとうございますAkemashite omedetō gozaimasu
[Year of the たつDragon, せつぶんSetsubun, だるまDaruma]
じこしょかいJiko shokai
[おなまえはなんです、おげんきですか - o namae wa nan desu ka, o genki desu ka]
ひなまつりHina Matsuri
Getting to know Japan
[どこにいきますか、これはなんですか、どうぶつ -
doko ni ikimasu ka, kore wa nan desu ka, farm animals]
Easter
Term 2
おかあさんおひOkaasan no hi (2nd Sunday in May)
こどものひ Kodomo no hi (5/5)
いろ Colours (reprised)
日本で In Japan：
ふく Japanese clothes
たべもの tabemono
たなばた Tanabata
Term 3
一二三四五六七八九十 Numbers
なんさいですか。＿＿さいです。Nan sai desu ka。＿＿sai desu。
どうぶつえん Zoo animals
おぼん Obon (八月)
お父さんのひ Otoōsan no hi (1st Sun in Sept)
さくら・敬老のひ Cherry blossoms / Respect for the Aged Day (15/9)
Term 4
日本のスポーツ Sports in Japan
をします ___ o shimasu (sport)
円 Japanese money (numbers reprised + 百hyaku, 千sen, 万man)
七五三 Shichi-go-san (15/11)
月 Months (numbers reprised)
クリスマス Christmas
2011 Key Topics (nb. the wiki was launched Sept 2011)
Term 3
Getting around:
一二三四五六七八九十 Numbers
のりもの Transport
お父さんのひ Otōsan no hi (1st Sunday in Sept)
Learning Intentions:
This term we will have numbers coming out of our ears! (And mouths and pencils…).
We continue our syntactic focus on verb-final sentence structure, and use of かas sentence-final interrogative marker, expanding our repertoire of questions and answers. We will explore the mixture of kanji, hiragana (and to a lesser extent katakana) in Japanese writing, and discuss the importance of stroke order in kanji. Our functional focus is on the generic counting of objects, telling the time (o'clock), and short formulaic interactions regarding means of transport, as outlined in Standard 1 Communication Outcomes.
Term 4
うちで Living in a Japanese home
七－五－三 Shichi-go-san
クリスマス Christmas
Learning Intentions:
We continue our syntactic focus on verb-final sentence structure, and use of かas sentence-final interrogative marker, expanding our repertoire of conversation. We continue to explore the syllabic basis of hiragana, and the use of katakana in Japanese writing. Our functional focus is on identifying and describing objects, particularly those found in Japanese homes. We develop intercultural awareness by exploring differences and similarities in both the every day - ways of living (focussing on Japanese homes), and celebrations such as shichi-go-san and Christmas, working towards Standard 1 Outcomes. The Term 3 and 4 programs support in a variety of ways the development of students’ literacy, numeracy and information/communication technology skills, in particular using the SmartBoard as part of lessons (eg., Scootle, KidsWeb Japan).